Abstract
This qualitative study gives an account of a collaborative autoethnography held by 3 teacher researchers with the intention of better understanding the experiences that have contributed to the consolidation of their identity as investigators. By means of narratives and a 3 step framework for data collection and analysis, it was found that despite participant teachers were somehow exposed to research related experiences during their time as undergraduate students, experiences held within and after postgraduate education allowed the construction and subsequent consolidation of their teacher researcher identity dimension. Besides, actively participating in a research community as well as partaking in different national and international ELT specialized academic events has also boosted the aforementioned aspect.
Publisher
Institucion Universitaria Colombo Americana - UNICA
Reference29 articles.
1. Álvarez - Valencia, J. (2009). An exploration of Colombian EFL teachers' knowledge base through teachers' reflection. Linguagem & Ensino, 12, 73-108.
2. Ariza-Quiñones, K. J., Hernández-Polo, L. D., Lesmes-Lesmes, K. J., & Molina-Ramírez, E. L. (2022). Preservice EFL teachers' experiences in their first teaching practicum: A collaborative Autoethnography. Profile: Issues in Teachers' Professional Development, 24(1), 193-207. https://doi.org/10.15446/profile.v24n1.91259
3. Barkhuizen, G. (2016). Narrative approaches to exploring language, identity and power in language teacher education. RELC Journal, 47(1), 25-42. https://doi.org/10.1177/0033688216631222
4. Chang, H., F.W. Ngunjiri, and K.A.C. Hernandez. 2016. Collaborative Autoethnography. London: Routledge. https://doi.org/10.4324/9781315432137
5. Danielewicz, J. (2014). Teaching selves: Identity, pedagogy, and teacher education. Suny Press.